初中生英语学业自我效能感与课堂表现的相关性研究（英语论文）

Chapter1IntroductionInthischapter,theresearchbackground,purpose,andsignificanceofthisstudyarepresented.Finally,thestructureofthestudyissummarized.ResearchBackgroundWithintheChineseeducationalsystem,theEnglishclassroomcontinuestoserveastheprimaryhubforEnglishlanguageacquisitionamongstudents.Itisnotmerelyaconduitforknowledgetransfer;italsoservesasapivotalplatformforemotionalinteractionbetweenteachersandstudents.Thetwo-wayemotionalcommunicationbetweenteachersandstudentshasbeenshowntohaveaprofoundeffectonstudents'cognitivedevelopment,emotionalexperience,andself-growthtrajectoryintheprocessofEnglishlearning.AsWang(2020)emphasizes,emotionalinteractionintheclassroomplaysanindispensableroleinstudents'learning.Sincetheimplementationofthenewcurriculumreform,thefieldofjuniorhighschoolEnglishteachinghasexperiencedprofoundchanges.Theeducationpolicylevelhasalsocontinuedtopromotethedeepeningoftheteachingreform.Long-termeducationreformanddevelopmentplan(2010-2020)emphasizesthat“educationshouldbestudent-orientedandteacher-led,withgreatemphasisonthestudents'learninginitiative”.Thispolicyorientationclarifiestherolesofteachersandstudentsineducationalactivities,highlightsthesubjectivepositionofstudentsinthelearningprocess,andrequiresteacherstofullymobilizestudents'subjectiveinitiativeandstimulatestudents'intrinsicmotivationforlearningintheteachingprocess.Moreover,EnglishCurriculumStandardsforCompulsoryEducation(2022Edition)ofChinatakestheenhancementofthinkingqualityandtheimprovementoflearningabilityasthecurriculumobjectives.Itemphasizestheintegrationofnon-intellectualfactors,includingthesenseofinnovation,intostudents'learningprocess.Againstthebackgroundofsucharevolutionineducationalphilosophy,students'ownbeliefsandjudgmentsaboutlearning-i.e.,self-efficacy-areparticularlycritical.Theconceptofself-efficacy,proposedbypsychologistBandura,referstoanindividual'sjudgment,belieforsubjectiveself-assuranceandfeelingsabouthisorherabilitytoperformacertainactivityatacertainlevel.Uponsearching,mostresearchershaveaffirmedthepositiveeffectsofself-efficacyonstudents'learning.Forexample,Wang's(2014)findingsindicatethatself-efficacysignificantlypromotesindependentlearning.Therefore,mobilizingstudents'senseofefficacyinEnglishlearningandmakingthemactivelyparticipateinEnglishclassroomteachingactivitieshavebecomethekeyfactorstoensuretheeffectivenessofEnglishteaching.OnlywhenstudentsspontaneouslyanddeeplyintegrateintotheEnglishclassroom,activelythinkandspeakenthusiastically,cantheygivefullplaytotheirmainroleinEnglishlearningandrealizetheeffectiveabsorptionofknowledgeandimprovementofability.Inthecourseofpastteachingpracticeandparticipatinginteachingandresearchactivities,theauthorhaskeenlyobservedthatjuniorhighschoolstudentsexhibitawiderangeofemotionalattitudesandbehavioralstyleswhenconfrontedwithchallengingproblemsinEnglishlearning.Somestudentsactivelyseeksolutions,whileothersmaybeintimidatedandchoosetoavoidorgiveup.ThisvariationinresponsecanbeattributedtothedisparatelevelsofEnglishacademicself-efficacyamongjuniorhighschoolstudents.Thisdisparityinacademicself-efficacydirectlyimpactsstudents'participationlevelsintheclassroom,resultinginsignificantvariationsintheircontributions.Thepresentstudywillthusfocusontherelationshipbetweenjuniorhighschoolstudents'Englishacademicself-efficacylevelandclassroomparticipation,exploringindepththeintrinsiccorrelationbetweenthetwo.ThestudywillprovidevaluablereferencesandlessonsforjuniorhighschoolEnglishteachingpractice.ResearchPurposeThepresentstudypositsthattheadoptionofastudent-centredpedagogicalapproachhasemergedasaconsensuswithinthedomainofEnglishclassroominstruction.Theconventionalteachingprocess,whichneglectsstudents'learninginitiativeandoveremphasizeslearningresults,hastosomeextentbroughtnegativeeffectsonstudents'confidenceandinterestinlearningEnglish.Theoptimalclassroomparticipationofstudents,itisposited,shouldnotbeconceptualisedasasolitarybehavioralparticipation,butratherasasynthesisofbehavioral,cognitiveandaffectiveparticipation,withtheoverarchingconceptofbeingstudent-centred.Basedonthis,thisstudyfocusesonthefollowingissues:first,toinvestigatewhatisthecurrentstatusofjuniorhighschoolstudents'Englishacademicself-efficacy;second,toinvestigatewhatisthecurrentstatusofstudents'behavioral,cognitive,andaffectiveparticipationintheEnglishclassroom;andfinally,toexplorewhetherthereisacorrelationbetweenjuniorhighschoolstudents'Englishacademicself-efficacyandclassroomparticipation.Moreover,thestudyseekstoformulateeffectiverecommendationsonenhancingstudents'Englishacademicself-efficacytopromotetheroleofstudentparticipationintheclassroom,toencourageEnglishteacherstopaygreaterattentiontostudents'academicself-efficacy,andtoassiststudentsinparticipatingintheclassroominapositiveandactivemanner.SignificanceoftheResearchInvestigatingtheeffectofjuniorhighschoolstudents'Englishacademicefficacyonclassroomparticipationhasboththeoreticalandpracticalsignificance.TheoreticalSignificanceManypreviousstudieshaveinvestigatedacademicefficacyandstudentclassroomparticipationindifferentdisciplinesandacademiclevels.However,therearefewerstudiesthathavecometoinvestigatetheeffectsofacademicefficacyonstudents'classroomparticipationintheactualteachingofjuniorhighschoolEnglishclassrooms.Thisstudynotonlyhelpstoenrichthetheoryofself-efficacyandtestwhetherthepreviousresearchresultsareinlinewiththecurrentsituationofjuniorhighschoolstudents,butalsoprovidestheoreticalsupportandpracticalbasisforhowtoimprovejuniorhighschoolEnglishclassroomteachinginatargetedway.Whiledeepeningtheunderstandingofstudents'learningbehavior,italsoexploressomemethodsandstrategiestopromoteclassroomparticipation,whichmayprovidereferencesforfuturerelatedstudies.PracticalsignificanceThejuniorhighschoolstageisacriticalperiodforthedevelopmentofstudents'self-confidenceandmotivationtolearn.Byinvestigatingthecurrentsituationofjuniorhighschoolstudents'Englishacademicefficacyandstudents'classroomparticipation,juniorhighschoolEnglishteacherscanseetheimportantinfluenceofEnglishacademicefficacyonstudents'classroomparticipationintheactualteachingprocess.Thefindingsofthisstudyprovideafoundationformultidimensionalinsightsintoeducationalpractice:teachersareabletoanalysetheassociationbetweenstudents'Englishacademicself-efficacyandclassroomparticipation,identifythekeyfactorsaffectingstudents'classroomparticipation,andadjustteacher-studentinteractionstrategiestopromotepersonalizededucationandbuildamoreinclusiveclassroomenvironment.StructureoftheDissertationThewholethesisisdiscussedinfivechapters.Chapter1istheintroduction,whichprovidesanintroductiontothebackgroundofthestudy,thepurposeandsignificanceofthestudy,andthestructureofthethesis.Chapter2isaliteraturereview,whichdefinestheconceptsofself-efficacy,Englishacademicself-efficacy,andstudents'classroomparticipation,andliststherelevanttheoreticalfoundations.Chapter3presentstheresearchconceptandhypotheses,introducesthesubjects,theresearchmethodology,theresearchinstrument,andthespecificmethodsofdatacollectionandanalysis.Chapter4presentstheanalysisanddiscussionoftheresearchfindings,analyzingthestatusofjuniorhighschoolstudents'Englishacademicefficacyandclassroomparticipation,thecorrelationbetweenthetwothroughquestionnaireandinterviewsurveys,andanalyzingthedatafromtheinterviews.Chapter5istheconclusion,whichsummariestheresearchfindings,putsforwardcorrespondingteachingsuggestionsandideas,andpointsoutthedirectionofthelaterresearch.Chapter2LiteratureReviewInthischapter,themainfocusistoprovideconceptualdefinitionsforthecoreconceptsandtoreviewtherelevantnationalandinternationalliteratureonEnglishacademicefficacyandclassroomparticipation.Finally,thetheoreticalbasisusedinthisstudyispresented.DefinitionofCoreConceptsForamorespecificunderstandingofthestudy,thefollowingkeytermsweredefinedindetail:self-efficacy,Englishacademicefficacy,andstudentclassroomengagement.Self-efficacyThedefinitionofself-efficacywasintroducedbytheAmericanpsychologistAlbertBandurainthe1970sinhisSocialCognitiveTheory.In1977,Banduraformallydefinedself-efficacyinSelf-efficacy:towardaunifyingtheoryofbehavioralchangeas'anindividual'sbeliefinhisorherabilitytoperformataskeffectivelyinagivensituation'.Later,heexperimentallyverifiedthecriticalroleofself-efficacyandproposedfourmajorsourcesofitsformation:directexperience,alternativeexperience,verbalpersuasion,andphysiologicalandemotionalstates.In1997,BandurapublishedSelf-Efficacy;TheExerciseofControl,systematicallydefinedself-efficacyasthedegreeofconfidenceanindividualhasintheirabilitytousetheirabilitiestoaccomplishaparticulartaskorbehaviour.Inthisseminalwork,heemphasizedthatpeoplearenotpassivelygovernedbytheirenvironment,butrather,throughtheirsubjectiveagency,theyactivelydominatetheirbehavioralchoicesandinfluencethecoredynamicsoftheiroutcomes.Sincetheconceptofself-efficacywasintroduced,ithasattractedconsiderableattentionfromscholars,whohaveproposedarangeofinterpretations.Pierceetal.(2024)defineself-efficacyaspeople'sbeliefsabouttheircapabilitiestoproducedesignatedlevelsofperformancethatexerciseinfluenceovereventsthataffecttheirlives.Zhang(2019)statesthatself-efficacyreferstoanindividual'sbeliefsaboutwhetherheorshehastheabilitytocompleteaspecifictask.Huo&Rui(2019)believethatself-efficacyinthecontextofsecondlanguagelearningisthelearner'sjudgementandbeliefabouthis/herabilitytosuccessfullycompleteasecondlanguagelearningtask.Insummary,self-efficacyisdefinedasthelevelofconfidenceanindividualhasbasedontheirabilitytocompleteaspecifictaskorbehaviour,andithasadirectandsignificantimpactontheindividual'sbehavioralchoices,investmentofenergy,andsoon.EnglishAcademicSelf-efficacyThedevelopmentofeducationalpsychologyandsecondlanguageacquisitionresearchhasresultedintheintroductionofthetheoryofself-efficacyintothedomainofEnglishlanguagelearning.Consequently,theconceptofEnglishacademicself-efficacyhasemergedasaspecificareaofinquiry,focusingonlearners'perceptionsofefficacywithinthedistinctacademicdisciplineofEnglishlanguagestudies.DomesticresearchershaveproposedavarietyofdefinitionsforEnglishacademicefficacy.ZhangandLiu(2013)definedEnglishacademicself-efficacyasthedegreeofconfidencethatEnglishlearnershaveintheirownlearningoutcomesandlearningabilities,startingfromthesingledimensionofintensityofBandura'sself-efficacy.Zhou(2021)advancedtheconceptofEnglishacademicself-efficacyasstudents'self-efficacyinexecutingEnglish-relatedlearningbehaviors,encompassingsubjectiveappraisalsoftheirEnglishlearningabilitiesandbehaviors.ThisstudyfurthercontendsthatthereisnouniversallyapplicableorincorrectEnglishacademicefficacy.UtilizingtheconceptualdefinitionofEnglishacademicself-efficacyproposedbyWangetal.(2023),thisstudypositsthatEnglishacademicself-efficacyislearners'subjectivejudgementoftheirEnglishacademicgoalsandtheirabilitytosatisfytherequirementsofEnglishlanguagelearning,includinglistening,speaking,readingandwriting.ClassroomParticipationKong(2003)suggeststhatstudentclassroomparticipationis‘theorganicunityofbehavioral,cognitiveandaffectiveparticipation’.Thisclassificationmethodhasbeenwidelyacceptedbymanyscholars.LiuL.N.(2012),throughclassroomobservation,categorizedstudents'classroomparticipationintothreetypes:activeparticipation,passiveparticipation,andnon-participation.Shedefinedclassroomparticipationastheprocessinwhichstudents,undertheparticipationconditionscreatedbytheteacher,demonstrateapositiveattitudeintermsofemotion,cognition,andbehavior,andactivelyparticipateinclassroomteachingactivitieswithfullattentionandinvolvement.AccordingtotheneedsofthisstudyandbasedontheconceptualdefinitionofEnglishclassroomparticipationproposedbyYang(2020),Englishclassroomparticipationinthisstudyreferstostudents'behavioral,cognitiveandaffectiveinputsinEnglishclassroomparticipation.RelatedStudiesbothatHomeandAbroadThissectionmainlydiscussesthecurrentresearchstatusofEnglishacademicself-efficacyandclassroomparticipationbothdomesticallyandinternationally.TheresearchonEnglishacademicself-efficacyfocusesmainlyonitsinfluencingfactors,whiletheresearchonclassroomparticipationiselaboratedfromthreeaspects:classificationofclassroomparticipation,influencingfactors,andmethodstoenhanceclassroomparticipation.RelatedStudiesonEnglishAcademicSelf-efficacyFactorsInfluencingEnglishAcademicSelf-efficacyThroughliteraturereviewandanalysis,thefactorsinfluencingEnglishacademicself-efficacycanbesummarizedintothefollowingcategories:Learningadaptability:WangXuhasfoundthatlearningadaptabilityhasasignificantimpactontheEnglishacademicefficacyofmiddleschoolstudents.Studentswithstronglearningadaptabilitycanbetteradjusttheirlearningplanandstatus,enhanceself-confidence,improvetheirself-efficacyandbecomemoreactiveinEnglishlearning,whilestudentswithpooradaptabilitylackconfidence,lowlearningwillingnessandlessinvestment.Educationexpectations：MohammadJ.&MohammadR.K.(2024)foundthathigheducationalexpectationsofSaudiArabianEnglishlearnersmayindirectlyincreaseefficacybyenhancinglearningmotivationandinput.Individualdifferences:personality,motivation,self-confidenceandotherfactorshavesignificanteffects.Forexample,ChenY(2019)foundthatself-efficacyinfluencedthemotivationandbehavioroforalparticipationinclassthroughidealself,selfandlanguageanxiety.Besides,HuoW&RuiY(2020)foundthatself-efficacyinfluencesEnglishlevelthroughidealselfandought-toL2self.TheRelationshipbetweenEnglishAcademicSelf-efficacyandOtherVariablesMoststudieshaveshownthatEnglishself-efficacyhasasignificantimpactonstudents'Englishacademicperformance.Studentswithhighself-efficacyworkharder,arewillingtofacechallengesandperseverance;studentswithlowself-efficacymaylackconfidence,fearfailure,andgiveup.Forexample,theresearchofZhang,L.,Jiang,Y.,&Chen,S(2023)showedthatthecognitionofeffortcostandself-efficacysignificantlypredictedthefinalacademicperformance,whilethecognitionofinterestvalueandself-efficacysignificantlypredictedtheintentionofacademicchoice.AlthoughnotdirectlyfocusedonEnglishlanguagelearning,González-Prida,V.(2024)revealedinhisresearchthatdigitalcompetenceiscloselylinkedtoacademicself-efficacy,includinginEnglishlanguagelearning.Theresearchsuggeststhatthestrongerthestudents'digitalcompetence(e.g.,informationliteracy,digitalcontentcreation,etc.)inEnglishlearning,thehighertheiracademicself-efficacy,andthatitmaypositivelyaffectEnglishacademicperformancebecausestudentswithhighself-efficacyaremoreself-confidentandproactiveintheirlearning,whichcontributestohigherperformance.Tosumup,Englishacademicself-efficacyisgraduallyattractingtheattentionofscholars,andthistheoryisalsoconstantlydevelopingandimprovingintheresearch.TherehavebeensomeresearchesonEnglishacademicself-efficacyandotherinfluencesonlearners‘learningprocess,butlittleattentionhasbeenpaidtohowstudents’academicself-efficacyperformsinclassroomparticipation.Therefore,thisstudywillinvestigatethelevelofstudents'classroomparticipationandtheiracademicself-efficacy,analyzethecorrelationbetweenthetwo,andgiveteachersteachingsuggestionstopromoteteachers'teachingandimprovestudents'academicefficiencyRelatedStudiesonEnglishClassroomParticipationResearchStatusAbroadResearchonEnglishclassroomparticipationstartedrelativelyearlyinforeigncountriesandhasyieldedfruitfulresults,coveringmultiplefields.(1)ResearchonClassificationofClassroomParticipationMohd.YusofAbdullahetal.(2012)conductedclassroomobservationsandcategorizedparticipationintoactiveandpassiveparticipationbasedonlevelsofinvolvementandformsofengagement.Activeparticipantsactivelyinteractwithteachersandclassmates,demonstratingenthusiasminlearningactivities,whilepassiveparticipantstendtoremainsilentinclass.Theriault,J.C.(2019)dividedclassroomparticipationintoverbalandsilentparticipation.Verbalparticipationtypicallyoccurswhenstudentsfeelconfidentaboutthelearningtask,whilesilentparticipationhappenswhenstudentsstruggletograsporunderstandthematerial.Thesefindingssuggestthatsilentparticipationmayprovidealower-riskmethodforstudentstoengageinanewclass.(2)ResearchonFactorsInfluencingClassroomParticipationSibelTatar(2005)examinedclassroomparticipationofTurkishgraduatestudentsinU.S.universities,identifyingseveralfactorsthatinfluencestudentparticipation,suchaseducationalfactors,environmentalfactors,andclassroomdynamics.Thesefactorsinterweave,creatingclassroomenvironmentsrangingfromhighlyanxiety-inducingtohighlysupportive,whichinturnaffectinternationalstudents'typesofparticipationandexperiences.Additionally,Rugambuka,I.B.,&Mazzuki,B.D.(2023)investigatedthediversityofstudentsandteachersataTanzanianuniversityandtheirattitudestowardclassroomparticipation,findingdifferencesinparticipationbasedongender,course,andyearofstudy.Almosa,A.(2024)identifiedinternalandexternalfactorsaffectingforeignlanguagestudents'classroomparticipation.Internalfactorsincludeanxietyandlackofmotivation,whileexternalfactorsincludeteachingpractices,classroomarrangements,thenatureoflearningcontent,andtheabsenceofaneffectiveincentivesystem.(3)ResearchonMethodstoEnhanceClassroomParticipationThemesrelatedtostudents'personalandprofessionalinterestscaneffectivelypromoteclassroomparticipation(Schuelke,1972).Whenthecontentbeingdiscussedislinkedtostudents'everydaylives,theyaremorelikelytoactivelyparticipateinclass.Basedonthis,teacherscancreateadiscussion-friendlyatmosphereandprovideampleopportunitiesforstudentstoengage.Furthermore,Foster,L.N.etal.(2009)foundthatteacherscouldenhanceactiveclassroomparticipationbyintroducingacredit-basedincentivesystem.However,itisimportanttorecognizethatsomestudentsmaynotrespondtocreditincentives.Teacherscanalsohavestudentsindependentlytracktheirparticipation,whichiseasiertomanageandensuresfairness.ResearchStatusatHomeDomesticresearchonEnglishclassroomparticipationstartedrelativelylate.However,ithasdevelopedrapidlyinrecentyears,achievingalotofresultsandpresentingamulti-perspectiveanddiversifiedtrend.(1)ResearchonFactorsInfluencingClassroomParticipationThetypeandqualityofteachers'classroomdiscoursearedirectlyrelatedtostudents'classroomparticipation.YangD(2020)pointedoutinherstudythatthereareissueswithjuniorhighschoolEnglishteachers'classroomdiscourse,suchasmonotonousintonationindemonstrationlanguageandalackofvarietyinquestioningtechniques.Theseproblemslimitstudents'cognitiveparticipation,particularlyintheuseofdeeperstrategies,thusaffectingtheoveralleffectivenessofclassroomparticipation.TangY.Y.andLiuS.Z.(2003)alsolaidthegroundworkforfuturediscussionsonhowclassroomdiscourseaffectsstudentparticipationbycategorizingtypesofdiscourse.Ifteachers'questioninglanguagelacksinspirationandfeedbackisnottargeted,itisdifficulttostimulatestudents'enthusiasmforparticipation.Inaddition,teachers'evaluativelanguageplaysasignificantroleinclassroomparticipation.Wang(2020)foundthatpositiveevaluativelanguagecanstimulatestudents'learningmotivationandenhanceclassroomparticipation,whilenegativeorinappropriateevaluativelanguagemaysuppressstudents'enthusiasm.ResearchonMethodstoEnhanceClassroomParticipationBasedonherteachingpracticeexperience,ShiY(2024)proposedthatinteractiveteachingmethodscancreatealivelyandengagingteachingatmosphere,attractingstudents'attentionandstimulatingtheirinterestinlearning,therebyimprovingthetimelinessofclassroomparticipation.Activitiessuchasgroupworkandrole-playingcanincreaseopportunitiesforstudentinteraction,allowingthemtoapplytheirEnglishknowledgeinpractice.Furthermore,Wangemphasizedtheimportanceofestablishingascientificandreasonableevaluationsystem.Groundedonthis,teacherscanprovidetimelyandaccurateevaluationsofstudents'classroomparticipation,helpingstudentsunderstandtheirlearningprogress.Thisfeedbackallowsstudentstoadjusttheirlearningstrategiesaccordingly,promotingcontinuousimprovementinclassroomparticipation.TheoreticalFoundationsConstructivismTheoryConstructivismtheoryemphasizesthatknowledgeisactivelyconstructedbylearnersthroughinteractionwiththeenvironment,andadvocatescollaborativelearning,contextualizedtasksandproblem-solvingactivitiestopromoteknowledgeinternalization,whosecoreideasarecloselyrelatedtoclassroomparticipationandEnglishacademicself-efficacyinthefocusofthisstudy.IntheEnglishclassroom,studentsareessentiallyconstructingalanguageknowledgesystembyansweringquestions,participatingindiscussionsandotherlanguageinputandoutputbehavior.Forexample,theprocessof‘negotiationofmeaning’incollaborativelearningpromptsstudentstotaketheinitiativeinadjustingtheirlanguageexpressionsanddeepeningtheircognitiveengagement;atthesametime,thetheoryrevealsthatacademicefficacyhasacontext-dependentnature,andthatthesuccessfulexperienceofcompletingataskinareal-lifelanguagesituationcanstrengthentheself-efficacybeliefs,whereasthetraditionallecturemodeisnotaseffectiveasthelecturemodebecauseofthelackofcontextualizedtasks.Meanwhile,thetheoryrevealsthatacademicefficacyiscontext-dependent,andstudents'successfulexperienceincompletingtasksinreallanguagecontextscanstrengthentheirself-efficacybeliefs,whereasthetraditionallecturemodetendstoweakenthisefficacyduetothelackofinteractivepractice.Inaddition,theteacher'sroleasascaffoldingproviderfromaconstructionistperspectiveguidesstudents'cognitiveparticipationfromlow-levelknowledgeretellingtohigh-levelcriticalthinkingthroughheuristicquestioningandotherclassroomdiscourses,amechanismthatprovidestheoreticalsupportforimprovingthequalityofclassroomparticipation.SocialCognitiveTheoryBandura'sSocialCognitiveTheory,withitscoreframeworkoftriadic-reciprocal-determinism(individual-behavioral-environmental),emphasizesself-efficacyasakeymediatorofbehavioralchange,anditsformationdependsonalternativeexperiences,verbalpersuasionandemotionalarousal.Inthisstudy,thetheoryrevealsthatself-efficacypredictsEnglishclassroomparticipation:studentswithhighacademicefficacyaremoreinclinedtoactivelyparticipateinclassroomactivities(e.g.,voluntarilyrespondingtoquestions),formingavirtuouscircleof‘efficacy→positivebehaviors→successfulexperiences→efficacyreinforcement’,andtheempiricalevidenceofBandura(1997)suggeststhatself-efficacyincreaseswitheachincreaseinthelevelofself-efficacy.Bandura's(1997)empiricalstudyshowedthateveryone-unitincreaseinself-efficacyincreasedthefrequencyofclassroomspeakingby0.35times/class;meanwhile,theobservationallearningmechanismshowedthatstudentswouldimitatebehaviorsthroughpositivefeedbackfromteacherstotheirhighlyengagedpeers(e.g.,praisingthosewhousedeepcognitivestrategies).Inaddition,themoderatingmechanismofaffectiveparticipationisreflectedinthefactthatself-efficacyaffectsthelearningexperiencethroughanxietylevels:highefficacystudentsarepronetoapleasurablesenseofachievementafterachallengingtask,whereaslowefficacyindividualsmaybeinducedbyclassroomstressinducedanxietyorboredom,whichprovidestheoreticalexplanationsforunderstandingthemultidimensionaldynamicsofclassroomparticipation.Chapter3MethodologyTheobjectiveofthepresentchapterisfourfold:firstly,itprovidesadetaileddescriptionoftheresearchmethodologyforthisstudy;secondly,itdiscussestheformulationoftheresearchquestions;thirdly,itdetailstheselectionofparticipantsandinstrumentsusedtocollectandanalysedata;andfinally,itprovidesacomprehensiveoverviewofdataanalysismethods.ResearchQuestionsThisstudyisdesignedtoinvestigatetherelationshipbetweenjuniorhighschoolstudents'Englishacademicefficacyandclassroomparticipation.Concurrently,thestudysoughttofurnisheffectiverecommendationsforenhancingstudents'Englishacademicefficacy,withaviewtofacilitatingtheiractiveengagementintheclassroom.Thefollowingresearchquestionswereinvestigated:Whatisthecurrentstatusofjuniorhighschoolstudents'Englishacademicself-efficacy？Whatisthecurrentstatusofstudents'b